Moore Kathryn B, Steinmann Mary E, Bonnett Rachel, Colbert-Getz Jorie M, Anderson Katherine A
Department of Neurobiology, Spencer Fox Eccles School of Medicine at the University of Utah, Salt Lake City, UT USA.
Department of Psychiatry, Spencer Fox Eccles School of Medicine at the University of Utah, Salt Lake City, UT USA.
Med Sci Educ. 2024 Nov 9;35(1):381-388. doi: 10.1007/s40670-024-02203-9. eCollection 2025 Feb.
Many institutions have developed holistic faculty evaluation programs to address limitations of using student feedback as a sole means of measuring teaching effectiveness. Much of the current literature on faculty development and evaluation explores retrospective data about faculty reactions and/or outcomes of teaching evaluation programs, but few have described this level of faculty input gathered prospectively. As a first step in designing a faculty evaluation program, we partnered with faculty, using the conceptual framework of co-production to ensure we have considered their needs, and anticipate this will promote stakeholder buy-in, and lead to more uptake in faculty who want to participate in a faculty evaluation program.
In 2023, we conducted focus groups with 25 faculty to proactively determine faculty educator needs before design of a faculty evaluation program at the Spencer Fox Eccles School of Medicine at the University of Utah. Codes from focus group transcripts were mapped to the Faculty Developmental Conceptual Framework to determine themes.
Resultant themes mapped to contextual factors of the institution, relationships between individuals, and individual-level factors.
We established three guiding principles to address faculty needs and values in a model faculty feedback program with the aim of building a sustainable program to promote faculty growth and development.
The online version contains supplementary material available at 10.1007/s40670-024-02203-9.
许多机构已制定全面的教师评估计划，以解决将学生反馈作为衡量教学效果的唯一手段所存在的局限性。当前关于教师发展与评估的许多文献探讨了关于教师反应和/或教学评估计划结果的回顾性数据，但很少有文献描述前瞻性收集的这种程度的教师意见。作为设计教师评估计划的第一步，我们与教师合作，运用共同生产的概念框架，以确保我们考虑到了他们的需求，并预计这将促进利益相关者的认同，并促使更多想要参与教师评估计划的教师参与进来。
2023年，我们与25名教师进行了焦点小组讨论，以便在犹他大学斯宾塞·福克斯·埃克尔斯医学院设计教师评估计划之前，主动确定教师教育者的需求。焦点小组记录的编码被映射到教师发展概念框架以确定主题。
产生的主题映射到机构的背景因素、个人之间的关系以及个人层面的因素。
我们确立了三项指导原则，以在模范教师反馈计划中满足教师的需求和价值观，目的是建立一个可持续的计划，以促进教师的成长与发展。
在线版本包含可在10.1007/s40670-024-02203-9获取的补充材料。
